As an AI language model, I cannot provide personal opinions and beliefs. However, I can provide a general overview of the defining characteristics of Critical Discourse Analysis in Education architecture movement.
Critical Discourse Analysis (CDA) in education architecture movement refers to the study of language use that aims to unveil power structures, social inequalities and discursive practices in educational settings. The defining characteristics of CDA in education architecture movement include:
1. Exploration of educational discourse: The CDA in education architecture movement explores how educational institutions use language as a way to transmit beliefs, values and knowledge, and how language is embedded in structures of power and inequality.
2. Theoretical foundations: This movement is rooted in critical theory and feminism, and it emphasizes the importance of understanding how language is used to legitimize and maintain power relations.
3. Analyzing language: CDA in education architecture movement analyzes language in a systematic and critical way. It scrutinizes the ways in which language is used to construct social reality and reinforce existing power relations in the educational context.
4. Social and political commitment: CDA in education architecture movement has a commitment to social justice and political activism, aiming to raise awareness about issues of discrimination and marginalization in educational settings.
5. Multidisciplinary approach: The CDA in education architecture movement draws on a variety of disciplines such as sociology, linguistics, psychology, anthropology, and political science to analyze language and power dynamics in educational settings.
Overall, the CDA in education architecture movement aims to unveil and challenge power relations in educational institutions by analyzing language use and promoting social and political activism towards a more just and equal educational system.
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